# Chapter 20 - Where to go From Here

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Chapter 20

Where to go From Here: Building Maintenance and Expansion

Primary Authors Marcy Alancraig, Cabrillo College (faculty) Janet Fulks, Bakersfield College (faculty) With special thanks to contributors from:

Rose Asera, Carnegie Institute for the Advancement of Teaching Nancy Cook, Sierra College (faculty) Dianne McKay, Mission College (faculty)

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Chapter 20

Where to go From Here: Building Maintenance and Expansion

The key question for any college working to support basic skills students is how to maintain and expand the effort. As the strategies and effective practices documented in this handbook clearly demonstrate, wonderful work is being done throughout the state. But it is usually occurring in small pockets, reaching only a portion of basic skills students. How can we ensure that the programs, pedagogies and strategies listed in this handbook are available for the 70% -85% of our incoming students who have basic skills needs? What can your college do to expand the services it is already providing and institute new programs and strategies? This chapter attempts to provide some suggestions.

First, Take Your Own Temperature Before thinking about how to expand the efforts at your college, it is important to see where you are in terms of working with basic skills students. In Chapter 3 of this handbook, you took an assessment quiz and placed yourself on one of two rubrics. After rolling up your sleeves and working with the handbook, have you changed? Take the assessment quiz again.

Self-Assessment Quiz

General Knowledge about California Community Colleges, Basic Skills Students and Yourself.

1. Approximately what percent of California Community Colleges students assess into one or

more basic skills course in reading, writing, ESL or mathematics? a. 0% b. 25% c. 35% d. 50% e. Over 70%

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2. What percent of the students in your class probably require additional pre-collegiate training in order to be successful in college-level course work?

a. 10% b. 20% c. 40% d. 60% e. Over 70%

3. The definition of basic skills is: Those foundation skills necessary for students to succeed in college-level work in

a. Reading b. Writing c. Mathematics d. English as a Second Language (ESL) e. Any of the disciplines above as well as learning and study skills

4. How many students who start three or more levels below college level actually make it to a college level course?

a. Less than 10% b. 15% - 30% c. Approximately 40% d. Over 60% e. 80% or more

5. What is the AVERAGE number of hours our California community college students work per week? (as reported by the Chancellors Office)

a. 8 hours/week b. 16 hours per week c. 24 hours per week d. 28 hours per week e. 32 hours per week

6. Which of the following is true of students with basic skills needs in California community colleges?

a. They generally assess uniformly low on placement tests in all areas; reading, writing, mathematics, and ESL.

b. They may assess low on placement tests in one discipline while testing at college-level in other areas (i.e. a college level writer but require additional work in mathematics).

c. They are easily identifiable in our classes by sex, age or ethnicity. d. They usually have learning and study skills necessary to succeed in college-level work. e. They are found only in the California community colleges and are only rarely found

at the University of California (UC) and California State University (CSU) campuses.

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7. Which of the following is true about student success in basic skills courses? a. The success rate in basic skill classes is the same as other college class success rates. b. Ethnic diversity has no effect on student success in basic skills. c. There are obvious and very different success patterns in basic skills courses based on

ethnicity. d. Students that take basic skills classes always do better in the college level classes. e. The majority of basic skills students complete the entire basic skills class sequence.

8. Latina/o students represent the fastest growing population of community college students (averaging 27% of California community college students statewide but up to 85% at some individual colleges). Approximately what percent of Latina/o students and parents were unable to name even ONE source of financial aid funding?

a. 5% -15% b. 15% -30% c. 30% -45% d. 45% -50% e. 50% -65%

Self-assessment

9. In the courses I teach and/or in the work that I do with students (e.g., as a counselor, librarian) I consider student learning styles

a. Irrelevant with no conclusive research. b. Possibly significant, but I dont know much about them. c. Valid, but the students should adapt learning styles to teaching styles. d. Important, but I dont know how to incorporate them into my class or work with

students. e. Essential, I include students learning style analysis opportunities for students and I

adapt my work in consideration of various learning styles.

10. I inform students about expectations by: a. Referring students to the student expectations in the catalog or student handbook. b. Informally discussing my overall expectations with the students. c. Providing clearly documented expectations specific to the situation (e.g. instructions,

process handout, syllabus, or rubric). d. Describing a wide range of expected student behaviors associated with academic

achievement, intellectual and psychosocial development, and personal responsibilities.

e. All of the above.

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11. Concerning the design of your course or the way you interact with students in student services, which is most true? (Select the single answer that best represents your practice.)

a. I have worked hard to create the course organization or student interaction dynamics as it is now and I am satisfied with my work.

b. I have worked on my interactions with students/course design and attempt to assess its effectiveness, but have been unable to incorporate assessments or any changes.

c. I regularly reassess my interactions with students/course design, content, and strategies.

d. I regularly reassess my course content, design and teaching strategies then document and share those changes and the data that led me to make them with my colleagues.

e. I adopted my course design or student interaction style from a senior faculty member and it has served me well.

12. On a regular basis, in my work with students, I require them to

I. Work collaboratively or join a learning community

VI. Communicate with me via e-mail or office visit

II. Review and analyze their work VII. Give oral presentations III. Create projects or products involving multiple components of high level application

VIII. Participate in field trips or observations of current relevant applications

IV. Turn in written work IX. Attend at least one office hour V. Examine complex problems or case studies

X. Become involved in campus or community activities (service learning)

a. None of the above are required b. One of the above is required c. A few of the above are required d. I require at least five of the above e. I require all of the above in my work with students

13. In my work with students I a. Do not have planned assessments. b. Occasionally assess students. c. Limit assessments to final summative assessments such as exams or final report. d. Assess students frequently, including formative and summative assessment. e. Assess students frequently in a variety of different ways (projects, labs, quizzes, case

studies), taking into account various learning styles, and authentic to real world tasks that relate to my course material.

14. The feedback I provide students is a. Oral only. b. Written only. c. Either oral or written depending on the situation. d. Either oral or written feedback and within hours or a couple of days at most. e. Some form of oral or written feedback as quickly as possible and based upon criteria

or a rubric with diagnostic and specific information.

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15. I consult with colleagues on my work with students a. Very infrequently or never. b. Occasionally. c. In department meetings. d. When accreditation or program review requires dialog. e. On a regular and scheduled basis to improve practice.

16. I believe that student interactions and classroom instruction should a. Allow students the opportunity to express what they know. b. Respect diverse talents and ways of learning including potential cultural differences

or perspectives. c. Emulate real world experiences, not those unique to academic environments. d. Consider first what the student needs to learn and be able to do, then second what

information or content is essential. e. All of the above.

17. With regards to professional development dedicated to student success and basic skills a. I do not participate usually. b. There are very few options on our campus, but I would participate. c. I participate in some faculty development opportunities on my campus. d. I participate in faculty